K-12 Teaching and Learning From the UNC School of Education

Important Announcement about Online Courses and LEARN NC.

Important Message about LEARN NC

LEARN NC is evaluating its role in the current online education environment as it relates directly to the mission of UNC-Chapel Hill School of Education (UNC-CH SOE). We plan to look at our ability to facilitate the transmission of the best research coming out of UNC-CH SOE and other campus partners to support classroom teachers across North Carolina. We will begin by evaluating our existing faculty and student involvement with various NC public schools to determine what might be useful to share with you.

Don’t worry! The lesson plans, articles, and textbooks you use and love aren’t going away. They are simply being moved into the new LEARN NC Digital Archive. While we are moving away from a focus on publishing, we know it’s important that educators have access to these kinds of resources. These resources will be preserved on our website for the foreseeable future. That said, we’re directing our resources into our newest efforts, so we won’t be adding to the archive or updating its contents. This means that as the North Carolina Standard Course of Study changes in the future, we won’t be re-aligning resources. Our full-text and tag searches should make it possible for you to find exactly what you need, regardless of standards alignment.

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Related pages

  • Mountain dialect: Reading between the spoken lines: This lesson plan uses Chapter 13 of Our Southern Highlanders as a jumping-off point to help students achieve social studies and English language arts objectives while developing an appreciation of the uniqueness of regional speech patterns, the complexities of ethnographic encounter, and the need to interrogate primary sources carefully to identify potential biases and misinformation in them. Historical content includes American slavery, the turn of the century, and the Great Depression.
  • Plantation life in the 1840s: A slave's description: This lesson introduces students to a description of life on the plantation and the cultivation of cotton from the perspective of a slave. It focuses on the use of slave narratives made available by the Documenting the American South collection.
  • Mendenhall Plantation: A visit to the Mendenhall Plantation shows students that there were dissenters to slavery in antebellum North Carolina. Buildings on the property include the main house, an old school house, the Madison Lindsay House and Medical School, a spring house, and a barn. There is also a restored wagon that may have been used to help runaway slaves.

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Learning outcomes

Students will:

  • learn more about the kidnapping, enslavement, and transport of African slaves to the New World via the infamous Middle Passage.
  • gain insight into the horrifying conditions facing slaves throughout the ordeal.

Teacher planning

Time required for lesson

30-60 minutes


  • Computer lab or individual student computers
  • Access to Olaudah Equiano’s narrative from Documenting the American South
  • Notebook paper
  • Pencils/pens


  1. Divide the board into three columns. In the first column, labeled “K” (what you know) have the students brainstorm and record a list of all of the things they already know about slavery and the process of bringing slaves to the New World. Have students create this same chart on notebook paper, and have them add to it as you add to the chart on the board.
  2. Next, in the “W” (what you want to know) column, have students list all of the things they would like to know or the subjects on which they need more information.
  3. Have students access the account of Equiano. You may wish to have them start reading on page 70 of his narrative, when he begins his journey on the ship.
  4. After students read their documents they should list all of the things they learned in the final “L” column (representing what they learned).
  5. Students should share these with a partner first and then add anything to their list that they gained through collaboration.
  6. Finally, as a group the students help the teacher list one long “L” on the board. Again, students should add anything they learned.


You may wish to assess students based on their contributions to the class discussion. You may also choose to collect the charts for a daily participation grade or ask students to write a brief free write on the topic of the Middle Passage.

Supplemental information

These options require additional class time and extend the reading.

  • Option #1: Compare Olaudah Equiano’s account of passage to the New World with that of William Bradford’s writings about his journey.
  • Option #2: Have students conduct further research on Equiano’s life. (He is an amazing figure who eventually bought his own freedom and became a well-known abolitionist in England.)
  • Option #3: Students may also wish to compare Equiano’s experiences to those of other slaves or the accounts of slave traders.


Recently, video recreations of the Middle Passage have been produced; these provide vivid illustrations of the horrendous conditions endured. Teachers should preview these videos, of course, as they are graphic in portions.

  • North Carolina Essential Standards
    • Social Studies (2010)
      • United States History I

        • USH.H.1 Apply the four interconnected dimensions of historical thinking to the United States History Essential Standards in order to understand the creation and development of the United States over time. USH.H.1.1 Use Chronological thinking to: Identify the...

North Carolina curriculum alignment

Social Studies (2003)

Grade 11–12 — African American History

  • Goal 1: The learner will assess the influence of geography on the economic, political, and social development of slavery in the United States.
    • Objective 1.04: Investigate the Middle Passage as one of the largest forced migrations in human history.